On-Line Virtual World Game

ABSTRACT

A method, enabled by a computer system, for providing a computer based on-line virtual world. Steps include receiving a unique code via an electronic network, the unique code being associated with a purchased physical items such as a doll, granting access to the virtual world based on the unique code, receiving user input, via the electronic network, sufficient to define characteristics and personality traits of an avatar in the virtual world that is associated with the doll, to move the avatar to one of a plurality of venues within the virtual world, to play a selected game at the one of the plurality of venues, and to control aspects of the selected game. Further steps include awarding certificates to the avatar upon attainment of predetermined levels within the selected game, awarding medals to the avatar based on information received via the electronic network from a user, the information being responsive to a series of questions posed to the user, and presenting any awarded certificates and medals via a Yearbook presentation subsystem that aggregates any awarded certificates and medals, and presents the same on a display for the user.

FIELD OF THE INVENTION

The present disclosure is directed generally to a computer or on-line game, and, more specifically, to an on-line game that enables an avatar, closely associated with an actual purchased doll, figure, or other item to be controlled within the on-line game, to collect points and awards, learn skills, develop, and to complete an online repository, aggregation location or presentation subsystem (hereinafter a “Yearbook”) with, among other things, indicia of selected accomplishments.

BACKGROUND OF THE INVENTION

Children enjoy physical toys and games. As a result, there is very large commercial market for these products. In light of this large commercial market, toy and game manufacturers and distributors have a desire to continually increase customer satisfaction, connection with brand name, and repeat customer purchases.

With the advent of the personal computer, computer games and on-line gaming have also become increasingly popular. While there have been attempts to co-market physical toys and games with computer and on-line games, there continues to be a desire to find an appropriate balance between play with a physical toy and play with a corresponding or associated computer or on-line game. From a marketing perspective, keeping a consumer engaged with a particular brand with a steady and high degree of satisfaction is of prime importance. Accordingly, there continues to be a desire for physical toy and computer and on-line gaming co-marketing opportunities.

SUMMARY OF THE INVENTION

Described herein is a method, enabled by a computer system, for providing a computer based on-line virtual world or on-line game. Steps include receiving a unique code via an electronic network, the unique code being associated with a purchased physical items such as a doll, granting access to the virtual world based on the unique code, receiving user input, via the electronic network, sufficient to define characteristics and personality traits of an avatar in the virtual world that is associated with the doll, to move the avatar to one of a plurality of venues within the virtual world, to play a selected game at the one of the plurality of venues, and to control aspects of the selected game. Further steps include awarding certificates, or other first types of rewards, to the avatar upon attainment of predetermined levels within the selected game, awarding medals, or other second types of rewards, to the avatar based on information received via the electronic network from a user, the information being responsive to a series of questions posed to the user, and presenting any awarded certificates and medals via a Yearbook presentation subsystem that aggregates the any awarded certificates and medals, and presents the same on a display for the user.

In an embodiment, the virtual world is based on a university campus. Avatars can meet and befriend each other and thereafter engage in email messaging using predetermined or canned messages. Avatars earn points by playing games and completing challenges, and can subsequently exchange those points for clothes, hairstyles, or items for their dormitory-style rooms.

These and other features of embodiments of the present invention will be more fully appreciated upon a reading of the following detailed description in conjunction with the several associated drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a block diagram of components of a system for supporting an on-line game in accordance with an embodiment of the invention.

FIGS. 2A-2Z are screenshots of successive display screens shown to a user during a registration process for the on-line game, in accordance with an embodiment of the present invention.

FIG. 3 is a screenshot of a map of a virtual university campus in accordance with an embodiment of the present invention.

FIGS. 4A-4D are screenshots of an example virtual dormitory house and room in accordance with an embodiment of the present invention.

FIG. 5 is a screenshot of an entryway to the Starlight Library, one of the venues on the virtual university campus, in accordance with an embodiment of the present invention.

FIGS. 6A and 6B are screenshots of respectively, the entryway to the Star Student Center, another venue on the virtual university campus, and a game high score listing that is accessible at this venue, in accordance with an embodiment of the present invention.

FIG. 7 is a screenshot of the entryway to Sparkle Studios, still another venue on the virtual university campus, in accordance with an embodiment of the present invention.

FIG. 8 is a screenshot of the entryway to the Good Sports Center, yet another venue on the virtual university campus, in accordance with an embodiment of the present invention.

FIG. 9 is a screenshot of the entry way to Blue-Sky Nature Center, another venue on the virtual university campus, in accordance with an embodiment of the present invention.

FIGS. 10A-10D are screenshots of the Real Spirit Center venue, a game that can be played there, and a certificate that can be earned from the game, in accordance with an embodiment of the present invention.

FIGS. 11A-11E are screenshots of the Rising Star Stables venue, a game that can be played there, and a certificate that can be earned from the game, in accordance with an embodiment of the present invention.

FIGS. 12A-12E are screenshots of the of the U-Shine Hall venue, a game that can be played there, and a certificate that can be earned from the game, in accordance with an embodiment of the present invention.

FIGS. 13A and 13B are screenshots of the Starfire Boathouse venue of the on-line game, in accordance with an embodiment of the present invention.

FIGS. 14A and 14B are screenshots of the Market venue of the on-line game, in accordance with an embodiment of the present invention.

FIGS. 15A-15E are screenshots of the Shopping Square venue of the on-line game, including the entryways to multiple different stores in which purchases can be made, in accordance with an embodiment of the present invention.

FIG. 16 is a screenshot of the Five-Points Plaza venue of the on-line game, where avatars can meet, in accordance with an embodiment of the present invention.

FIG. 17 is a screenshot of a Friends list in accordance with an embodiment of the present invention.

FIGS. 18A and 18B are screenshots of an emailing application list in accordance with an embodiment of the present invention.

FIG. 19A-19J are screenshots of a medal challenge feature of the on-line game in accordance with an embodiment of the present invention.

FIGS. 20A-20M are screenshots of the Yearbook functionality in accordance with an embodiment of the present invention.

Like reference numerals have been used to identify like elements throughout this disclosure.

DETAILED DESCRIPTION

Embodiments of the present invention are directed to an on-line game that becomes fully accessible to a user upon the purchase of an associated toy or doll (hereinafter “doll”) that is identified by a unique code that is employed during a registration process for the on-line game. The on-line game described herein is designed for young girls and their particular interests. However, those skilled in the art will appreciate that other on-line game themes and features could also be designed for young boys, as well as all adults.

A user with a purchased doll can enroll her doll in “Innerstar University,” an on-line “world,” that includes a virtual university campus where the purchased doll is represented as an avatar within the on-line game. The user can control the avatar to meet new friends, play games, purchase items, collect awards, and maintain a Yearbook, among other features.

Each location or venue in the Innerstar University virtual world is designed to appeal to different strengths and interests so that girls can meet contemporaries who share their likes while also having fun and receiving advice about how to build important qualities including, but not limited to, bravery and self-confidence.

To enroll in the virtual world, and in an effort to advance co-marketing opportunities, users may first be required to already own or purchase a physical doll. The physical doll may be customizable to match a user's own hair color, eye color, and hair style, and may be bought via a separate on-line transaction, in a conventional retail store, or via phone call to a call center.

Along with the purchased doll, the user receives, in one implementation, a unique access code that enables her to access Innerstar University and begin engaging in a fun and safe virtual environment. In addition, a doll code (e.g., 2 digits) may be supplied with the purchased doll. The two digits, when supplied to the on-line game will configure the avatar consistent with the look of the purchased doll. However, as is described below, features and characteristics of a user's avatar can be modified to be different from the features and characteristics that might be associated with the 2 digit doll code.

Within the on-line game of Innerstar University, a user can create an avatar based on her purchased doll. The user can control both the personality and the look of the avatar, including being able to decide the avatar's hair, eye and skin color as well as the avatar's personality traits including whether she is, e.g., sporty, spirited, creative, and so on. Default traits or characteristics of the user's avatar may be configured to match the purchased doll (i.e., by employing the doll code). In some embodiments, and as a way to maintain some level control over user choices, a predetermined number of different combinations of “looks” may be implemented.

Once enrolled in the virtual world, a user has a variety of choices for things to do. She can walk around to explore the virtual campus, “friend” other participants by using an e-mail system, create and maintain a Yearbook full of awards earned and records of things accomplished at Innerstar University, play games designed to nurture different qualities, and read tips and advice for how to “do your best” in life. Details of the system that enables the on-line game, the registration process, game playing and Yearbook functionality are explained below.

FIG. 1 shows a block diagram of components of a system in accordance with an embodiment of the invention. On-line game system 100 comprises multiple components including Server 102, a Database 104, a Registration system 106, a Virtual world game subsystem 120, which itself includes multiple subsystems including, e.g., Games subsystem 122, Activities subsystem 124, Projects subsystem 126, and Yearbook subsystem 128. Server 102 may be a physical computer including electronically accessible memory and one or more processors. Database 104 may likewise take the form of a physical device such as a hard drive or other non-volatile memory device. The several other modules or subsystems may be implemented as hardware or software or combination thereof.

Server 102 is connected to an electronic network 130 such as the Internet or other publicly accessible electronic network. A user computer 110 is also connected to the electronic network 130. When a user purchases a doll, that doll includes a unique identification (or access) code 112. To register to play the on-line game, a user accesses a world wide web website that may be identified on the doll or packaging material in which the doll was received. That website may be hosted by Server 102.

FIG. 2A is an example flow chart depicting a series of steps consistent with a registration process performed by Registration system 106 in combination with, at least Server 102 in accordance with an embodiment of the present invention. Screen shots associated with the several steps described below in reference to FIG. 2A are described further below. The registration process comprises, at Step 202, entering a doll identification (or access) code at the website hosted by, e.g., Server 102. Step 204 enables a user to configure the physical features of the avatar. Step 206 enables a user to configure the personality traits of the avatar. At step 208 a user is given the opportunity to select a name for the avatar. At step 210, as part of the on-line game, a user is presented with a pledge that is accepted by the user. At step 212, the user is given the opportunity to create and enter a unique password that will enable the user to subsequently access the virtual world without having to enter the unique identification (or access) code associated with the purchased doll, which may be difficult to remember.

At step 216 a question of the week is presented to the user. Such questions may be presented to the user at different times during the playing of the game, but this first question of the week is presented during registration to enable the user to become familiar with some of the features of the game even during the initial registration process. After the question of the week is presented at Step 216, a separate welcome message, at step 218, may be presented to the user. Ultimately, at Step 220, the user is given access to the on-line game, and in particular to the Innerstar University campus.

FIGS. 2B-2Z are corresponding on-line browser game screenshots of the multiple registration process steps described with reference to FIG. 2A. FIG. 2B is a first screenshot for configuring the physical characteristics or features of any avatar 235. In this particular screenshot the user is given an option as to whether the avatar should have freckles or not. Two buttons are provided near the bottom of the screen. The first button 240, can be selected by a user if the avatar 235 is not the avatar that is desired by the user. If the avatar 235 shown is the desired avatar then the user would select button 241 as shown in FIG. 2E.

Assuming the user selected button 240, then the screenshot of FIG. 2C would be shown. This screenshot is entitled “find my American girl” and includes a pull down menu 243 via which a user can select any hair color for the avatar, which is a basic physical feature of all avatars in the on-line game. Once a hair color is selected a user can select the Next button resulting in the screenshot of FIG. 2D to be presented to the user via her computer display. FIG. 2D presents a plurality of avatars from which the user can select. As shown, a scroll bar is disposed on the right-hand side of the screen enabling the user to view even more than the eight avatars that are shown in the frame. The user can then select one of the avatars using a pointing device such as a mouse and then select the Next button at the bottom of the screen.

The screenshot of FIG. 2E would then be displayed. As noted, FIG. 2E is substantially identical to FIG. 2B, except now the user has selected a different avatar from the one initially displayed in the screenshot of FIG. 2B. Once again the user has the option of selecting whether or not her avatar will have freckles. And, again, the user has the option of selecting buttons 240 or 241 to continue with the initial configuration process. In this case, the user selects button 241 indicating that the avatar 235 shown in the screenshot is in fact the “basic” avatar that the user would like to create and use in the virtual world and the on-line game.

Once the basic avatar is selected in this screenshot shown in FIG. 2E, the screenshot of FIG. 2F is presented to the user. This screenshot enables the user to choose accessories for her avatar. Specifically, the avatar can be configured uniquely by deciding whether the avatar should have glasses, braces or earrings. Once these options are selected by selecting the “Yes” or “No” options using a mouse, the “Next” button at the bottom of the screen may be selected. The screenshot of FIG. 2G might then be presented to the user. This screenshot enables the user to choose an outfit color for her avatar. As shown, multiple colors are available for selection.

After the selection is made and the “Next” button is selected, the screenshot of FIG. 2H is presented to the user. The screenshot of FIG. 2H is a first screenshot that corresponds to Step 206 of FIG. 2A in which the avatar's personality is configured. Notably, in accordance with an embodiment of the invention, personality traits of the avatar can be defined by answering one or more questions. Thus, for example, the screenshot of FIG. 2H asks the question: “During my American Girl's free time, her favorite thing to do is:” and then provides four selectable answers. In this case, the fourth answer is selected, “play with one friend, a couple of friends, or lots of friends.” Upon selecting the “Next” button at the bottom of the screenshot of FIG. 2H, the screenshot of FIG. 2I reveals that the personality trait corresponding to the fourth answer in the screenshot of FIG. 2H is “FRIENDLY.”

By selecting the “Next” button at the bottom of the screenshot of FIG. 2I, the avatar personality configuration process continues with the screenshot of FIG. 2J. In a similar fashion to the screenshot of FIG. 2H, the screenshot of FIG. 2J asks another question about how to cheer up a friend. Selecting one of the four answers and clicking on the “Next” button results in the screenshot of FIG. 2K, which reveals that the fourth answer from the screenshot of FIG. 2J corresponds to a personality trait of “RELIABLE.”

The screenshot of FIG. 2L shows still another question that may be posed to a user in an effort to associate a particular personality with the user's avatar. As before, several answers are available for selection in response to a question about how the avatar should behave when confronted with a new situation. In this case, the user has selected the first answer in the screenshot of FIG. 2L and by selecting the “Next” button at the bottom of the screen the avatar's personality trait of “ADVENTUROUS” is revealed in the screenshot of FIG. 2M. The screenshot of FIG. 2N provides yet another opportunity to select a personality trait for the user's avatar. The screenshot of FIG. 20 reveals that the personality trait corresponding to the selection in the screenshot of FIG. 2N is “GIRLY.”

Ultimately, after responding to all of the questions and obtaining corresponding personality traits for an avatar, the screenshot of FIG. 2P is presented to the user. This screenshot summarizes the personality traits that have been associated with the user's avatar. As shown, the user has an opportunity to click on or select a “Back” button at any stage of the process described thus far to change any one or more of the selected personality traits. The user may also simply change a trait by selecting from the pull down menu. In an alternative embodiment, a user may simply be presented with a list of personality traits from which the user may select without having to respond to multiple questions. In either embodiment, data associated with the personality traits of the avatar are stored in database 104 that is in communication with Server 102, which itself is in communication with user computer 110 on which the foregoing screenshots are displayed in succession.

The screenshot of FIG. 2Q may be displayed after the screenshot of FIG. 2P to, for example, reconfirm that the personality of the user's avatar is as desired. If so, the user may choose or select the “Next” button at the bottom of the screen thereby leading to a screenshot associated with Step 208 in FIG. 2A. Specifically, the screenshot of FIG. 2R enables a user to choose a name for her avatar. In one embodiment, the names of the avatars are preselected and the user must select from the plurality of list of names. Also, rather than selecting a name herself, a user can instead have the on-line game select the name for her.

After selecting a name, the overall registration process of FIG. 2A proceeds to Step 210 where the user is asked to take a “pledge,” an example of which is shown in FIG. 2S. This pledge, has, in the overall theme of the Innerstar University virtual world, a “can-do” spirit with a goal of exciting the user and making the user want to play and enjoy the on-line game.

The screenshot of FIG. 2T is then presented. This screenshot allows the user to enter a password with which the on-line game can be accessed. The password may be a phrase that is more memorable then, e.g., the original unique code that was provided with the purchased doll.

In one embodiment, the screenshot of FIG. 2U is then presented. This screenshot requests the entry of an email address maintained by a parent. In this way, information about the game may be supplied to a parent via a different channel, i.e., via email, rather than via the on-line game itself. Also, the password that a child user might supply in the screenshot of FIG. 2T may be emailed to the parent for safekeeping.

The screenshot of FIG. 2V notifies the user that she has successfully registered her avatar and that she is “enrolled at Innerstar University.” A personalized ID card is shown and can be printed by selecting the print button near the bottom of the screen. FIG. 2W is an example of a printed student ID in accordance with an embodiment of the present invention. The printed version of the student ID includes the original unique access code (Star Code) 112, the password to be used to access the on-line game and the parent's email address, among other information readily seen in the figure.

The question of the week may then be presented via the screenshot shown in FIG. 2X. This information may also appear on the on-line game version of the student ID. Notably, the screenshot of FIG. 2X is the first screenshot thus far that depicts, in the background, one of the basic on-line game screens, details of which are provided later herein. This background is now presented since the registration process is substantially complete and the on-line game is effectively available to play by the user.

Once the question of the week is answered, a welcome message is presented to the user, as shown in the screenshots of FIGS. 2Y and 2Z. A Get Started button is selectable to begin to play the on-line game of Innerstar University.

The on-line game itself is centered around a virtual campus of Innerstar University. The virtual campus offers an array of locations for a user's avatar to visit, each with its own “Innerstar guide” to help a user navigate the virtual world on-line game, and obtain a “challenge,” if so desired. Virtual campus locations include:

Brightstar House (where a user's avatar maintains its own room that a user can decorate, and where she can try on outfits, get a pet, and look at her Yearbook).

Starlight Library (where she can visit a Help Desk, learn strategies for getting homework done, and borrow books full of activities and advice).

Star Student Center (where the user can check overall game high scores, design cupcakes, and shop for campus gear).

Sparkle Studios (an art studio where the user can create artworks).

Good Sports Center (where the user can play athletic-inspired games that can help her develop teamwork and leadership skills).

Blue Sky Nature Center (where girls explore and learn about the outdoors).

Real Spirit Center (a virtual yoga center where the user can play a body balancing game meant to help her learn how to build up her body and spirits in real life).

Rising Star Stables (where the user can play a horse jumping game and read tips for overcoming real life obstacles).

U-Shine Hall (where a user can play a dancing game and a music game).

Starfire Boathouse (where avatars can gather to visit).

The Market (where the user can play a kite-flying game while receiving advice about how to achieve great things in her own life).

The Shopping Square (where as user can “shop” with stars points she has collected for items like new virtual doll outfits, as well as visit a salon to get a new hairstyle, pet sit, and obtain decorative items to change the look of her dorm room at Brightstar House).

Five-Points Plaza (where avatars can meet to visit and get to know each other better).

Each of these venues is described in more detail below.

Preliminarily, however, and referring again briefly to FIGS. 2X-Y, several buttons can be seen at the bottom of the screen. A Room button 270, a Map button 272, a Friends button 274, E-mail button 276 (covered by the question of the week window), a Projects button 278, and a Yearbook button 280. These buttons provide overall hierarchical control of the on-line game to the user, enabling the user to quickly move from one general area or function of the game to another. Referring also to FIG. 1, the functionality, processes or applications triggered by selecting the foregoing buttons may be embodied in the main virtual world game 120 or any of the subsystems 122-128 connected thereto. The database 104 and server 102 may be employed as necessary, as well.

FIG. 3 shows a screenshot of a map of Innerstar University that includes all of the venues listed above. A user can, using a pointing device, roll over a section of the map to navigate directly to any one of the venues by clicking or selecting that area. A “star” indicia along with the words “You are here” indicate to a user precisely where she is located within the virtual world every time she accesses the map screen of FIG. 3. In the case of FIG. 3, the user is located at Brightstar House, where each user maintains a virtual dormitory-like room.

Clicking on Brightstar House brings the user to the screenshot depicted in FIG. 4A. This is the front door to the dormitory. The avatar Stephanie30 can be moved around the area of Brightstar House using a pointing device. An Innerstar guide or “non-playing character,” in this case Shelby, is standing outside of the dormitory. A non-playing character can be approached to obtain assistance as well as to obtain projects and challenges. More specifically, non-playing characters provide guidance throughout the Innerstar University campus. In one particular implementation of the on-line game, there are eight unique Innerstar guides, each with an area of expertise within the virtual world to facilitate learning, issue Awards and Medals, and guide games and projects. Non-playing characters may be identified on campus by their outfits, which are not available for purchase by others. As well, when a non-playing character is approached, a balloon may be displayed above her head to indicate that she is one of the Innerstar guides around campus.

If the user of the on-line game wants to go to her dorm room, then the user can select the Room button 270 at the bottom left-hand corner of the screen of FIG. 4A. In response to that selection, the on-line game presents to the user the screenshot depicted by FIG. 4B. In this case, avatar Stephanie30 is shown within her dorm room. The dorm room contains items such as a table, a desk chair, and a bed in the loft including a comforter. Also included, among other things, is a mirror over the desk as well as shelves near the spiral stairs. In FIG. 4B, the walls are bare. Referring now to FIGS. 4C and 4D, however, one can see that different furniture and accessories decorate the dorm room. Also, the walls are decorated with wallpaper. As part of the on-line game, the user can “purchase” different items that can be used to decorate her dorm room. Purchases are made possible by spending star points, the number of which is available as shown near the top of the screen. In this case, and as a default value when a user first accesses the on-line game, the avatar Stephanie30 has 1,000 stars or star points that can be applied to purchases at selected venues around Innerstar University. In general, star points are accumulated by playing certain games at the several venues and completing challenges, thereby incentivizing a user to continue to play the on-line game in an effort to accumulate sufficient star points to purchase items for her avatar, or her dorm room.

FIG. 5 is a screenshot of the entrance to the Starlight Library. At the library, a user can borrow a book for reading. The book itself may be a virtual book that is shown via the computer display. Pages of the book may be turned using a pointing device, and a zoom in feature may be provided to help a user more easily read the contents of the book. In one possible embodiment a virtual book may be the same book that is available in a real store, thus providing motivation to the user to purchase the real version of the book.

Another activity at Starlight Library may include a question and answer game that incorporates one of the non-playing characters who poses a succession of multiple-choice questions for the user's avatar. Answering the questions correctly leads to different levels of the game and also leads to accumulation of star points. Still another game includes obtaining a secret code from a real-world Innerstar University book series (e.g., that is available in retail stores and via on-line purchase) that enables access a unique story ending online. Thus, this is yet another mechanism by which the virtual on-line game helps to keep a user engaged, from a marketing perspective, with the overall brand.

FIG. 6A shows a screenshot of Star Student Center. In this venue, a user can play a “baking” game in which points are accumulating by properly making cupcakes. A pointing device is used to move different utensils around and select various baking settings. Star points are accumulated every time the user correctly completes a step of the baking operation. In addition to baking, a user can also launch a shopping application (supported by, e.g., Activities subsystem 124) in which star points may be exchanged for, e.g., separate pieces of avatar clothing as well as entire outfits, among other things.

Also at the Star Student Center, a user can look at a high scores kiosk 610. By clicking on the high scores kiosk 610, the screenshot of FIG. 6B is present to the user. This screenshot shows a listing of all of the high scores for all of the games that are played for a single user. In one implementation, the high scores represent the high scores for a given period of time, e.g., a 24 hour period. A user may also click the “Games with Friends” button to obtain a listing of the high scores for games that are played with or by friends.

The entryway to Sparkle Studios is shown in the screenshot of FIG. 7. At this venue, although not shown in the drawing screenshots, a user can launch an artwork activity application to generate colored drawings, text documents, etc. These works can be saved to a user's Yearbook or printed to obtain a hard copy of the work.

FIG. 8 shows a screenshot of the entryway to the Good Sports Center. One of the games available at this venue is “Dive-In.” This aquatic diving game, in an actual implementation, is a timed key-press game that simulates the experience of being a precision diver at a dive competition. A user can learn a variety of dives. Throughout gameplay, the user or her avatar earns Awards that unlock motivation ideas and tips for conquering their nerves and fears.

The diving game may be implemented as a modular game with multiple levels of difficulty. The moves that the user has to execute can be randomized, so playing a given level is never completely the same. “Photographs” of happy and sad moments experienced during play can be saved to the user's Yearbook (such photographs can be captured during other games as well). A user receives points for performing moves and finishing a given game level. As with other games, when a player finishes the game (loses or quits) she receives stars points. The more game-play points a player earns, the more stars points a player receives.

FIG. 9 is a screenshot of the entryway to the Blue Sky Nature Center. A scavenger type game may be implemented at this venue that might have the effect of teaching the user about nature.

FIG. 10A is a screenshot of the entryway to the Real Spirit Center, a virtual yoga center where a user can play a body balancing game meant to help learn how to build up her body and spirits in real life. FIG. 10B is a screenshot of one of the games that can be played in the virtual yoga center. In this particular game, the user is asked to keep the pointing device within the glowing circle that follows the plurality of dots that follow a shape consistent with a yoga pose. As shown at the top right of the screen shot of FIG. 10B, the “cat” pose is highlighted and the avatar is in a cat pose. Like other games, the user can complete successive levels of the game. FIG. 10B shows that the user has attained level 02 and has accumulated 538 points. At a later time, as shown in FIG. 10C, the user has attained level 04 and has accumulated 1,851 points.

FIG. 10D depicts an award certificate 1000 that is earned as a result of playing the body balance game. This certificate is then available to see in the user's Yearbook.

FIG. 11A shows the entryway to the Rising Star Stables. This virtual venue hosts the “Jump for Gold” game, a horse-jumping game as depicted in FIGS. 11B and 11C. In the game, a user learns how to guide a horse, via keystrokes and mouse input, through a course and jump a horse over gates. Medals and certificates can be earned as a player progresses through the game. The game itself emphasizes timing and precision. In one embodiment, a player must get to know the jumping courses in order to succeed; in a sense she must learn the landscape and how to guide a horse through it. There is a strong analogy to personal motivation and self-discipline that is experienced by guiding a horse through the course.

Although a player can learn to get the horse through the course quickly, mastering the course takes practice and precision. The player must learn the horses and how they behave on the course in order to truly be a great rider. As in other games, special horse-riding moments may be captured via, e.g., a photographic-type snapshot, and viewed later in the user's Yearbook.

FIGS. 11D and 11E depict an award certificate 1100 that may be earned by a user in the course of playing the horse-riding game. This certificate may also be stored and subsequently seen in the Yearbook.

FIG. 12A is a screenshot of the entryway to U-Shine Hall. FIGS. 12B-12E are screenshots of a music game that can be played at this venue, as well as an award certificate that can be earned. In one implementation of the music game, arrows scroll across the bottom of the screen from right to left, and the user must press the corresponding arrow key on her keyboard as a given arrow passes through the highlighted window. As the same tune is successively played, selected arrow indicia are removed (and replaced with a question mark) such that the user must remember which arrow key to press. Points are accumulated and then turned into star points upon exiting the game. The award certificate 1200 of FIGS. 12D and 12E can be viewed in the Yearbook. Note also the connection between the non-playing character “Neely” on the award certificates of FIGS. 12D and 12E and Neely who is standing outside of U-Shine Hall in the screenshot depicted by FIG. 12A. The non-playing characters, as mentioned, are assigned to venues and provide a further connection with the overall texture of the virtual world of Innerstar University.

FIGS. 13A and 13B show screenshots of Starfire Boathouse. This venue is a gathering place for avatars to, e.g., make friends, and a place to obtain challenges from, in this case, non-playing character “Emmy.”

FIGS. 14A-14B depict screenshots of the Market venue. At this location, users can play a kite-flying game based on a pointing device that helps to improve eye-hand coordination.

FIGS. 15A-15E depict screenshots of the Shopping Square venue. Each of the figures depicts screenshots showing a different store that can be patronized by the user and avatar. When the user directs her avatar to a store, a game is launched that enables the user to purchase items for her avatar, as well items for her dorm room. When purchases are made, star points are deducted from the user's total that appears near the top of many screens of the on-line game. The avatar can also, among other possible purchasing activities, obtain a new hair style or agree to pet sit a pet for period of time. In the latter case, the user is prompted to shop for specific items for her dorm room to allow the pet to be brought back to the room. Note that FIG. 15E includes the non-playing character Isabel.

FIG. 16 depicts a screenshot of a portion of Five-Points Plaza. This venue, similarly to the Boathouse venue, provides a meeting location for avatars to meet and make friends with one another.

Friends

In the context of the virtual world, “friends” refers to any relationships between avatars or users. These relationships are primarily tied to a messaging functionality (e.g., email), but may also be presented in other situations. The screenshot of FIG. 17 is relevant to the following discussion.

In order to add an avatar to a list of friends (accessible by clicking the “Friends” button 274), a user has two options:

1. Clicking on a visible avatar in the virtual world. This action launches a context menu with information about the selected avatar, and interface buttons that allow the user to create a relationship with that avatar, such as “Send Friend Request”.

2. In a friends list that is maintained for each user/avatar (FIG. 17), an “Invite Friend” button allows the user to send a friend request by typing in an avatar's unique name. This is useful because it allows users to add friends even when they can not see them in the virtual world. In this way, a user's real-life friend who may also have an avatar in the on-line game can become friends within the on-line game without “seeing” one another in the virtual world.

The receiving party must approve all friend requests. If the recipient is online when she receives a new friend request, she may be prompted with, e.g., an alert box indicating that someone has asked to be her friend. This box may present two buttons “Accept” and “Deny”, which accepts or denies the request, respectively. If the recipient is not online when the friend request is sent (this can only happen if the user sent the request using method #2 above), then she may be presented with an alert box upon signing in to Innerstar University.

In one possible embodiment, in addition to friend relationships, a user can also have the option of creating “ignore relationships.” This type of relationship creates an email “barrier” between the two users, such that a friend request would never even be received from an avatar for which an ignore request was sent. For example, if User A sends an ignore request with respect to User B, then user A will never see any messages sent by user B. Ignore requests do not need to be approved by the receiving party. Sending ignore requests may be initiated by the user in the same fashion described in connection with a friend request.

At any time in the world, the user, by clicking on the Friends button 274 at the bottom right hand side of many game screenshots, can bring up a panel (FIG. 17) that lists her friends (and wherein implemented, ignored users). These lists can be displayed separately—for example, with a tabbed interface. The list can also display all of the users who have accepted a friend request from the user. If the friend is currently offline, their name may be dimmed out to so indicate this status. In addition to the functionality depicted by the screenshot of FIG. 17, contextual icons may be provided that allow a user to:

-   -   Remove a friend from her list     -   View information about a friend (e.g., her student ID, whether         she is presently active in the world, orher yearbook in its         entirely or selected portions thereof).     -   “Warp” to the location of a friend (only applies to friends)     -   Visit a friend's dorm room

In one embodiment of the on-line game, a user can “warp” to the same location in the world that one of her friends is currently in. This can only be done if the friend is online and in the virtual world (i.e., on campus, versus playing a separate game, etc.). The player may warp to any of her friends locations by clicking them in the friend list and/or using a context menu, or a button in the friend list interface. Warping involves sending a player to the same worldview and instance that the selected player is in, or in other words, to the same general venue in which the friend is presently located.

E-Mail Messaging

In one implementation of the on-line game, a user can only send e-mail messages to avatars with whom she is friends. The e-mail application provides a user with an interface for selecting recipients from their friends list to whom to send messages as described more fully below.

FIGS. 18A and 18B show screenshots of an example implementation of e-mail functionality provided by the on-line virtual game. By clicking on the e-mail button 276 (for example as shown in FIG. 4A), the e-mail feature is launched and the window of FIG. 18A is presented to the user. If the “To” button is selected, then a list of the user's friends is displayed, enabling the user to select one or more friends to whom to send a message. Because the on-line game may be targeted for younger users, there is a deliberate effort to control the type of messages that can be sent from one user to another. In this regard, both the subject and the message may be “canned” such that, for example, no actual personal information from a user can be sent to other players. FIG. 18B shows a menu of possible messages that can be selected for the message portion of the e-mail message. As shown, the selectable messages are meant to be benign and, accordingly, not provide an unreasonable amount of personal information about the user. Once the message is complete, as shown in FIG. 18A, it can be sent or cancelled (deleted) by selecting the appropriate button on the screen. New messages received from other users are listed on a screen that is presented to the user upon triggering the e-mail function.

Throughout the discussion thus far there have been references made to medals, award certificates, and the like. As mentioned, to be awarded an award certificate, ribbon or plaque (or a first type of reward) within the on-line game, users can play the several games discussed and shown herein (as well as others that those skilled in the art will appreciate can be added to the on-line game) and attain a next level in a game or accumulate a predetermined number of points.

Medals (or a second type of reward) are, on the other hand, obtained through medal challenges, which can be received from non-playing characters. In a particular implementation, medal challenges are available only after winning a predetermined number of first types of awards, i.e., perhaps two awards must be first obtained in order for a user to be eligible for a medal challenge. Thus, if non-playing character Amber is approached and selected in the virtual world, the screenshot of FIG. 19A is displayed to the user, enabling the user to select “Projects”, “Medals” or “World Info,” the latter of which provides information about the non-playing character that is being engaged.

If the Medal button is selected (and any pre-requisite awards have already been earned), then the screenshot of FIG. 19B is shown, giving the user an opportunity for a medal challenge. The challenge itself, in this case, is a series of multiple choice questions, examples of which are depicted in FIGS. 19C-19I. These questions, again in the context of the theme of the on-line game, attempt to promote good values and learning for younger players. Thus, in this example set of questions, the user is asked questions that have the effect of teaching the user how to care for and be loyal to a pet. At the end of the series of questions, at the screenshot of FIG. 19J, the user is awarded a “Loyal” medal 1900. This medal is preserved in the user's Yearbook for later viewing.

If the user had, within the on-line game screenshot depicted in FIG. 19A, selected the Projects button, then the user would be presented with a specific project to accomplish. Projects are tasks or a series of tasks on campus, and, for example, may be presented as a scavenger hunt. For instance, one project might be to meet each of the non-playing characters around campus. Another project might be to play a certain game. In an embodiment, the on-line game may be configured such that only one project can be in progress at a given time. That is, only upon completion of a project is an avatar able to obtain a new project. However, in other embodiments, multiple projects may be running in parallel. The incentive to complete a project, other than the fun of the challenge itself, may be to earn stars points or objects (e.g., clothes, items for the user's dorm room, etc.). New projects may be made available on a weekly or daily basis, depending on the demand by users.

Yearbook

FIGS. 20A-20L depict a series of screenshots from an implementation of the on-line game in connection with the Yearbook functionality. The Yearbook helps to solidify the idea of the InnerStar University on-line game as a school by providing a place for memories, connections and accomplishments. The Yearbook enhances this theme by creating artifacts such as the Student ID, Profile Page, Friends Pages, and Awards pages for medals and certificates. In one embodiment, the Yearbook creates a path to a tangible commercial good that users will want to acquire (e.g., a real framed award certificate, ribbon, plaque or medal).

New items appear in the Yearbook as a user continues to play the various games, win awards, and complete medal challenges within the virtual world. As well, users can look back at early images of her avatar on the site, and also discover which certificates and medals she still might want to pursue/win.

Because the Yearbook is an aggregation location within the overall on-line game, the Yearbook is preferably made accessible directly from the campus and dorm room screens (as opposed to separate games screens). Referring back to FIG. 2X, the “Yearbook” button is designated by reference numeral 280. In general, a user can view only her own Yearbook in its entirety, and can view a friend's “profile” and “awards” pages of their Yearbooks.

In one implementation, the first screenshot that is presented to a user upon selecting the Yearbook button 280 is that depicted in FIG. 20A. This screenshot shows the user's student ID card and the original pledge she took upon registration. Also indicated is a date that she first became a student, i.e., since her avatar was registered in the on-line game.

The Yearbook itself may, as shown, have a tabbed design enabling a user to hover over one of the tabs (seen on the right hand side of the yearbook in FIG. 20A) and then click or select that tab, resulting in another page or aspect of the Yearbook to be shown to the user. These other pages or aspects of the Yearbook are explained below.

FIG. 20B is a screenshot of a “Profile” page highlighting “Your Achievements” within the Yearbook. The achievements listed are those corresponding to the different levels of games that the user has attained. As shown, a list of the games and the levels attained along with the date when the level was attained are provided in the list. A scroll bar is located on the right side of the list to enable the user to easily scroll down the list.

FIG. 20C is a screenshot of friend's achievements page within the Yearbook. This is one area in which friends' information is shared. As can be seen in the screenshot, a list of the avatar's friends is provided on the left hand side of the presented screen, and on the right hand side a list of the achievements is provided for a selected one of the friends in the friends list.

FIG. 20D is a screenshot of the Innerstar Guides or non-playing characters that can be found throughout the virtual world stationed at different venues. FIGS. 20E and 20F are two example screenshots for two different non-playing characters, when so selected, on the Yearbook page of FIG. 20D. The screenshots of FIGS. 20E and 20F provide “personal” details about each of the indicated non-playing characters so that a user can acquire a better understating of these characters in the context of the virtual world.

FIG. 20G is a screenshot of a Medals page within the Yearbook and presents the medals that have been awarded to the user's avatar. In one embodiment, as shown in the drawing, when a user rolls over the medal on the page, an expanded view of the medal is depicted along with additional details provided in text form, and the date on which the medal was earned. As can be seen, several of the spots for medals are merely shown in outline form, thereby indicating to the user that more medals can be earned within the on-line game. Multiple pages of the medals page may be provided as indicated by the “Previous” and “Next” buttons near the bottom of the page.

FIG. 20H shows a screenshot of an Awards page within the Yearbook. As mentioned previously, an award (e.g., certificate, ribbon or plaque) may be issued at intervals throughout the games, completing a level in a game or, in some embodiments, upon completing a project or. As an award is earned, an award icon is automatically added to the Awards page of the user's Yearbook. Like the medals page, the Awards page may also include outlines of awards that may still be available to be earned by the user. Also, in the implementation shown in FIG. 20H, the awards may be categorized by game. In this case, awards earned in the diving game are depicted. By clicking on the “Previous Game” or “Next Game” buttons, a user can view awards earned in other games. FIG. 20I depicts a screenshot of a result of selecting one of the award certificates depicted. A new screen provides further details about the selected award certificate including the title of the award along with, e.g., a useful tip that is, preferably, in the same context or category as the award.

FIG. 20J is a screenshot of the user's scores page within the Yearbook showing the user's score in each of the several individual games that can be played in the virtual world/online game. Some of the scores are denoted as team scores. In such a case, the games played were played in teams (perhaps with friends).

FIG. 20K is a screenshot of a parent page within the Yearbook. This page provides a quick view of a user's latest accomplishments within the virtual world/on-line game. With this function, a parent can quickly navigate via the Yearbook button and a click on the “Mom's View” tab to bring up the awards and medals that their child has, perhaps, most-recently earned.

FIG. 20L is a screenshot of a Settings page within the Yearbook. On this page a user can change their password and/or email address.

In addition, and as shown by FIG. 20M, the Yearbook may also collect or store “photographs” of avatar's at selected times through out game play, e.g., when playing selected games or at the time medals or certificates are awarded. A photograph may capture the outfit that the avatar was wearing at the time of the award. As well, art work may be stored (or viewed) within the Yearbook context, and permit the user to print hard copies thereof. Finally, the Yearbook may function as a portal to real world purchase transactions. For instance, a contextual menu may be provided in connection with viewing medals and awards that enables a purchase transaction for a “real” version of the medal or award being viewed.

In still another embodiment of the present invention, the Yearbook may be enhanced with the ability for friends in a user's list to comment on achievements that the user has earned. Further, a “My Tips” section or tab may be provided. Tips might be suggestions made at certain periods times in on-line play that are pertinent to a particular game that the user is playing, and that may have real world applicability, e.g., suggestions for types of clothes to wear or suggestions for exercise routines. The tips may be stored in connection with the Yearbook for review by the user

While embodiments of an on-line game/virtual world have been particularly shown and described, many variations may be made therein. This disclosure may include one or more independent or interdependent embodiments directed to various combinations of features, functions, elements and/or properties. These and other combinations and sub-combinations of features, functions, elements and/or properties may be claimed later in a related application. Such variations, whether they are directed to different combinations or directed to the same combinations, whether different, broader, narrower or equal in scope, are also regarded as included within the subject matter of the present disclosure. Accordingly, the foregoing embodiments are illustrative, and no single feature or element, or combination thereof, is essential to all possible combinations that may be claimed in this or a later application.

Each example defines an embodiment disclosed in the foregoing disclosure, but any one example does not necessarily encompass all features or combinations that may be eventually claimed. Where the description recites “a” or “a first” element or the equivalent thereof, such description includes one or more such elements, neither requiring nor excluding two or more such elements. Further, ordinal indicators, such as first, second or third, for identified elements are used to distinguish between the elements, and do not indicate a required or limited number of such elements, and do not indicate a particular position or order of such elements unless otherwise specifically stated. 

1. A method for providing a computer based on-line virtual world, comprising the steps of: receiving a unique code via an electronic network, the unique code being associated with a purchased physical item; granting access to the virtual world based on the unique code; receiving user input, via the electronic network, sufficient to define characteristics and personality traits of an avatar in the virtual world; receiving user input, via the electronic network, to move the avatar to one of a plurality of venues within the virtual world; receiving user input, via the electronic network, to play a selected game at the one of the plurality of venues; receiving user input, via the electronic network, sufficient to control aspects of the selected game and awarding a first type of reward to the avatar upon attainment of predetermined levels within the selected game; awarding a second type of reward to the avatar based on information received via the electronic network from a user, the information being responsive to a series of questions posed to the user; and presenting any awarded rewards via an aggregation presentation subsystem that aggregates the any awarded rewards, and presents the same on a display for the user.
 2. The method of claim 1, wherein the item is a physical toy.
 3. The method of claim 1, wherein the item is a physical doll.
 4. The method of claim 3, wherein default characteristics of the avatar substantially match the physical doll.
 5. The method of claim 1, wherein the virtual world is modeled on a university campus.
 6. The method of claim 1, further comprising recording scores attained by the avatar while playing a selected game and presenting the scores via the aggregation presentation susbsystem.
 7. The method of claim 1, further comprising generating a student identification card for the avatar and presenting at least portions of the student identification card via a profile page presented via the aggregation presentation susbsystem.
 8. The method of claim 1, further comprising requiring the user to accept a pledge prior to allowing access to the virtual world.
 9. The method of claim 1, further comprising receiving input from a user indicative that the user desires to befriend another avatar.
 10. The method of claim 9, further comprising adding the another avatar to a Friend list that is accessible to the user.
 11. The method of claim 10, further comprising adding the another avatar to a list of avatars with which the user's avatar can communicate via virtual email.
 12. The method of claim 1, further comprising presenting non-playing characters at selected venues within the virtual world, and displaying the non-playing characters via the aggregation presentation subsystem.
 13. The method of claim 12, further comprising allowing the avatar to approach one of the non-playing characters within the virtual world and receive a challenge, the completion of which results in awarding the second type of reward.
 14. The method of claim 12, further comprising requiring the user to earn a predetermined number the first type of rewards before being eligible for the second type reward.
 15. The method of claim 1, further comprising adding a predetermined number of points to a point total when the user completes or attains a new level in the selected game.
 16. The method of claim 15, further comprising exchanging some of the points in the point total for at least one of clothes for the avatar or decorative items for a room in the virtual world belonging to the avatar.
 17. The method of claim 1, wherein the aggregation presentation subsystem is presented to the user as a Yearbook with numerous selectable display pages.
 18. The method of claim 1, further comprising providing an indication via the aggregation presentation subsystem that selected rewards have not yet been earned.
 19. The method of claim 1, wherein the first type of reward is a certificate and the second type of reward is a medal.
 20. The method of claim 1, further comprising enabling a friend of the user within the on-line game to comment on selected rewards presented via the aggregation presentation subsystem. 